Can Measuring Psychosocial Factors Promote College Success?

Research on the validity of psychosocial factors (PSFs) and other noncognitive predictors of college outcomes has largely ignored the practical benefits implied by the validity. We summarize evidence of the validity of PSF measures as predictors of college outcomes and then explain how this validity directly translates into improved identification of high-risk students and improvements in academic success and persistence rates. We discuss how the value of measuring PSFs hinges on the effectiveness of institutional support programs designed to help high-risk students. We recommend that postsecondary institutional research focus on the net effect of systems for identifying and intervening with high-risk students.